Written tests of english at vietnam high schools nowadays and some suggestions

Vinh university
foreign languages department
===  ===

graduation thesis
Written tests of English at Vietnam high
schools nowadays and some suggestions

Supervisor:
Student:

Lê đình thảo
(M.a)
Nguyễn
vinh

Class:

41A2 English

Course:

2000 - 2004

Vinh - 2004
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ThÞ


ACKNOWLEdGEMENTS

If there had been no guidance, help and encouragement from my teachers, my
parents and my friends. I could not have completed my thesis.
First of all, I would like to express my thanks to the Science Council of the
foreign language department for offering me a chance to carry out the study.
Second, I would particularly like to express my deep gratitude to my supervisorsenior teacher- Mr Lê Đình Thảo (M.A) and my examiner Viet Huong who spent me
so much help during my researching.
Next, I also wish to show my grateful words to the teachers and students of Hång
LÜnh high school who supported and supplied me with useful information for the
thesis, especially the teacher Quách Thị Lâm.
Finally, I would like to thank my parents who always stood by me right in the
most difficult days of studying.

Vinh, April 2004
Ngun ThÞ Vinh

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Table of contents
Page
4
4
5
6
6

Part A: Introduction

1.
2.

3.
4
5.

Reasons for choosing the topic
Aims of the study
Scope and limitation of the study
Methods of the study
Design of the study

Part B: Contents

Chapter I: Theoretical background
1.
Tests – characteristics characteristics
1.1.
Types
1.1.1. Placement tests
1.1.2. Diagnostic tests
1.1.3. Progress or achievement tests
1.1.4. Proficiency tests
1.2.
What is a good test?
1.2.1
Validity
1.2.2. Reliability
1.3.
Why test?
1.3.1. Advantages to the teacher and to the learner
1.3.2. Cases against examination

2.
Stages designing as well as writing a test
2.1
Before giving a test
2.2
Designing stages
2.2.1. Determining test aim
2.2.2. Determining test content
2.2.3. Selecting suitable questions
2.2.4. Designing questions
2.2.5. Assembling test
3.
Types of test item, making and teaching the test
3.1.
Types of test items
3.1.1. Direct and indirect test items
3.1.2. Indirect test possibilities
3.2.
Marking
3.3.
Teaching the test
Chapter II: Written tests in Vietnam high schools
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7
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7
7
7
8

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12
13
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14
15
15
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17
18
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20
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2.1.

The real situation of the activity of testing and evaluation at
Vietnam school in general and the upper in particular.
23
2.2.

Tests in Vietnam high schools
25
2.2.1. Written test and its types
25
2.2.1.1. Test 15’
26
2.2.1.2. Test 45’
27
2.2.1.3. Term test
29
2.2.2. Mark – characteristics counting
30
2.2.3. Written tests – characteristics good or not good
30
2.2.4. Textbook programme
31
2.3.
Traditional test item types
31
2.3.1. Traditional items
32
2.3.2. Comparison between a university entrance test and class test.
32
2.4.
New test item types
2.4.1. What are new test item types?
37
2.4.2. Recognition
38
2.4.3. Reproduction

2.4.4
Limitations of the new test items
39
2.4.5. Comparison between the traditional and the new test items.
42
2.4.6. The model test performed at HongLinh school
42
2.4.7. Suggestions for a quicker application of the new test item types. 44
Chapter III:

New tendency of testing and evaluation
At high schools
3.1.
Suggestions for designing and taking the test
3.2.
New tendency of testing and evaluation
3.2.1. The self -thought test
3.2.2. The objective test
3.2.3.
Comparison between the self-thought test and the objective test
Model tests:
 Grammar test
 Vocabulary test
 Phonology test
 Reading test

45
46
46

48
51
52
53
54
57

Part C: Conclusion
References

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Part A: introduction
1. Reasons for choosing the topic

While my friends are scurrying in all directions to look for interesting and
adventurous topics for their theses, I keep thinking about one thing people are
discussing a lot recently the field of ‘testing and evaluation’. This is not new
without doubt but very much helpful to my future career as a teacher of English
first.
Second, testing is an area of importance. However, there has not been much
valuable research on it. I would like to contribute, to some extent, my own suggestions
to a more effective assessment.
Third, the new method in teaching and learning is being used widely. Still, the
testing and evaluation stands rooted to the spot with the dominance of the traditional
elements. I would like to find out causes and feasible solutions to this problem.

To sum up, coming to this topic not out of learning purpose, shortcomings and
limitations are unavoidable. I hope that there will be honest contributions from the side
of teachers and all readers.
3. Aims of the study
The study reported in the thesis aims to:
- give an overview of the important role of testing and evaluation.
- help teacher realize the weaknesses and the strengths of the traditional test items,
approach the new test items, know new tendency of testing and evaluation, from which
they will make an appropriate adjustments in such a way the activity becomes more
effective and attracts learners’ attention.
- make some suggestions for teaching English
3. Scope and limitation

The study is devoted to written tests in Vietnam high schools (both three- year
course and seven-year course). There is a more concentration on three main kinds: 15minute test, 45-minute test, term test
4. Methods of the study

In order to carry out this thesis, due to the characteristics of thesis. I have to base
on some main methods.
-

Collective method

-

Analytic method

-

Statistic method

-

General method

5. Design of the study

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Apart from acknowledgements and table of contents, the study is divided into
three parts. Part A is devoted to introduction in which I present reasons for choosing
the topic, aims, objectives, limitation and method of the study. Part B is the most
important that is divided into three chapters. The first chapter tells us about theoretical
background of test. The second chapter is to study tests in Vietnam, consisting of the
real situation of testing in Vietnam, kinds and advantages of tests, traditional test items
as well as new test items, then comparison followed by suggestions.
The last chapter is new tendency of testing and evaluation in Vietnam. There are
also suggestions for taking and designing the test in this section. Conclusion belongs to
part C. References are at the end of the study.

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Part B: contents
Chapter I: Theoretical Background
Some preliminary definitions
Oxford dictionary says ( 1995: page 1233) ‘A test is a short examination of
knowledge or ability, consisting of questions that must be answered or activities that
must be carried out’. A test may be defined in another way as an activity whose main

purpose is to convey (usually to the tester) how well the testee knows or can do
something.
It is often conventionally assumed that tests are mostly used for assessment. The
test gives a score on which teachers base to know what level students are at. This may
be in order to decide she or he is suitable for a certain job or admission to an
institution, has passed a course, can enter a certain class.
For the teachers in high schools, tests are really a testing instrument by which
they assess learners’ studying results in mark. This thesis concentrates on testing as a
teaching act.
1. Characteristics of tests

1.1. Types of tests
There are four main reasons for testing on which people base to divide tests in to
four different categories.
1.1.1. Placement test
Placement tests, as their name suggests, are intended to provide information that
helps teachers to place their students at classes of different teaching program most
appropriate to their abilities. This kind of tests is extremely helpful to assign learners
to classes at different level in a school. The testing contents are designed basing on the
syllabuses and materials the learner has been following. It tests grammar and
vocabulary knowledge as well as assesses their productive and receptive skills.
1.1.2. Diagnostic test
Diagnostic tests are used to identify students’ strengths and weaknesses.
Through the test, learners expose clearly what in knowledge they are short of, also
difficulties, gaps they have in learning program. From which teachers know what they
should teach on, what need reviewing, where they should stop longer to explain, to
make it clearer.
1.1.3. Progress or achievement tests
These tests are designed to measure, learners’ language command and skill
progress in relation to the syllabus they are running. Achievement tests only work well

if their test items types are familiar with learners. They can only do the tasks they
know before, not exactly the same. This means that the test papers they do in testing
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room are similar to the exercises they have ever done in types. So if students are faced
with a completely new question, the test won’t measure the learning that is taking
place, even though it can still prove general language command.
1.1.4. Proficiency test
Unlike placement, diagnostic and progress tests, proficiency test gives us a
general picture of a student’s knowledge and ability rather than measure progress.
They are used as learners have to pass if they want to be admitted to a university
abroad, get a job or obtain some kinds of certificate. This means that tests do not
depend on what program they are running.
In some proficiency test, ‘proficient’ means having sufficient command of the
language for a particular purpose. We have ever known the famous international
examinations like first certificate examinations, proficiency examination, and the
Oxford ELF examinations. The functions of these tests are to show whether candidates
have reached a certain standard or not. Despite differences between content and level
of difficulty, all proficiency tests have something in common, a fact that they are not
based on course that testees might have previously taken.
1.2. What is a good test?
Have you ever wondered what a good test is? What elements need ensuring for a
good test? In order to judge the effectiveness of any test. We should set up detailed
criteria. Here we deal with two basic criteria: validity and reliability.
1.2.1. Validity
Validity is something well-organized and logical. A test is said to be valid if it
measures accurately what is intended to measure. In this section, I mention content,
criterion– characteristicsrelated validity, construct validity, and face validity and the use of validity.
1.2.1.1. Content validity

A test is accepted to have content validity if its content constitutes a
representative sample of the language skill, structures. Thanks to a specification of the
skills and structures, we can know whether or not a test has content validity.
What is the importance of content validity? First the greater a test’s content
validity, the more accurate it measures what it is supposed to measure. Secondly areas
which are not tested are likely to be ignored in teaching and learning. Too often, the
content of tests is determined by what is easy to test rather than what is important to
test.
1.2.1.2. Criterion- related validity
Another approach to test validity is to see how results on the test agree with the
well-defined criteria about assessment of the learner’s ability. There are two kinds of
criterion related validity: concurrent validity and predicate validity. Concurrent validity
is established when the test and the criterion are administered at about the same time.
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Predictive validity concerns the degree to which a test can predict candidate’s future
performance.
1.2.1.3. Construct validity
A test, part of a test is said to have construct validity if it supposed to measures
the ability that it supposed to measure. The word ‘construct’ refers to underlying
ability. For example, the skill to read involves a number of sub-abilities such as the
ability to guess the meaning of unknown words from the context in which they are
used.
1.2.1.4. Face validity
A test is said to have face validity if it looks as if it measures what it is supposed
to measure. For example, a test that pretended to measure pronunciation ability but did
not require candidates to speak might lack face validity.
1.2.1.5. The use of validity
Above all, to make sure that a test is valid, content validity need ensured first,

then building up some criteria in particular where it is intended to use indirect testing.
Reference should be made to the research literature to confirm that measurement of
relevant underlying constructs has been demonstrated using the testing techniques that
are to be used.
1.2.2. Reliability
Another feature of any satisfactory test is its reliability as a consistent measure of
what is to be tested. Subjective marking and assessment unavoidable involves value
judgments, opinion on the part of the examiner, especially when the marker knows the
candidates personally. A test may be below average level but the marker raises it.
1.2.2.1. The reliability coefficient
The reliability of a test can be qualified in the form of a reliability coefficient.
Reliability coefficients allow us to compare the reliability of different tests-the ideal
reliability coefficient is 1– characteristicsa test with a reliability coefficient of 1 is one which would
give precisely the same results for a particular set of candidates regardless of when it
happened. A test having a reliability coefficient of zero would give sets of results quite
unconcerned with each other.
1.2.2.2. Scorer reliability
It is perhaps worth making explicit something about the relationship between
scorer reliability and test reliability. If the scoring of a test is no reliable, then almost
certainly be lower than scorer reliability since other sources of unreliability will be
additional to what enter through imperfect scoring. I take an example; the scorer
reliability on a composition-writing test was 92 while the reliability coefficient for the
test was 84. Validity in the performance of individual candidates accounted for the
difference between the two coefficients.
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1.3. Why test ?
Recently there have been different ideas both for and against tests. Some people
think tests are not really necessary for it takes so much time and effort of both teachers

and students even all the involved. Moreover, tests can’t reflect as exactly as expected
what a learner has achieved.
In contrast to the ideas, some still agree to consider tests as an assessing
instrument. The students’ ability must, to some extent, be defined. Although not
reflecting absolutely exact, it brings lots advantages.
a. Give the teacher information about what level of knowledge the students are at,
from which they themselves know what to teach next.
b. Give the students information about what gaps and lacks they have so that they
have their own awareness to learn and review more effectively.
c. Motivate students to approach specific materials.
d. Provide a clear indication that the class has reached a ‘station’ in learning such
as the end of a unit, the end of a term.
e. Get students to make an effort in doing tests that are likely to lead to better
results and a feeling of satisfaction.
f. Give students tasks which themselves may actually provide useful review or
practice as well as testing.
g. Provide students with a sense of achievement and progress in their meaning.
1.3.1. Advantages to the teacher and to the student
To the learner

 Advantages 

Examination provides
- a goal
- motivation
- competition
- reinforcement
- a sense of advancement

To the teacher

Examination provides
- assessment of students ‘knowledge
- evaluation and validity of course content
- feedback
- measure effectiveness of teaching
- reveal weakness of instructional techniques
- enable teaching and methods to be compared

1.3.2. Cases against examination
Examinations
 Tie teacher down to syllabus
 Limit exploration
 Control curricula
 Stress recall and memory
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 Emphasize speed
 Race with marks, with short-sighted achievements, ignoring real studying
2. Stages designing as well as writing a test

2.1. Before giving a test
Guidelines for test preparation are concretized like this.
Validity: checks that your test items really cover what they are intended to
Clarity: Makes sure that the instructions for each item are clear enough for
candidate to understand. There should be short explanation; if possible, for the easilymistaken points. They should usually include a sample item and solution.
Do -ability: The test should be quite do-able, not too difficult with no trick
question. If the test goes beyond students’ knowledge, it will surely discourage them.
You had better give them to some colleagues before finalizing so that they will, as

outsiders, find mistakes easily.
Marking: Decide exactly how you will assess each section. What mark is
attributed to every item?
Make the marking system as simply as you can, and inform the testees what it is
written in the number of points allotted after the instructions for each question.
Interest: Try to go for interesting content and tasks in order to make the test more
motivating for the learners.
Heterogeneity: The test should be something appropriate for students at different
levels. It must not be either too difficult or too easy, but heterogeneity. In general, it
must be written in such a way that lower level learners can feel that they are able to do
a substantial part of the test while the higher-level ones have a chance to show off
what they know. Mark satisfies them all.
2.2. Stages designing as well as writing a test
Evaluation plays a especially important role in teaching and learning foreign
languages and at the same time is its unseperated part. The communicative skill stands
in the centre position and is target of teaching foreign language. Therefore, it requires
tests to assess accurately this important skill. In this section, I would like to introduce
the stages designing table by the author Gonlund (1976: page 82)

Enhance teaching and learning quality

9.

Make proper decisions
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8.
Make clear the results
7.

Marking
6.
Testing performance
5.
Assemble testing instrument
4.
Design and compile questions
3.
Select suitable questions
2. Determine exactly testing contents
1. Determine testing aims.
(From ‘measurement and evaluation’ by Gonlun (1976: page 82)
We can easily see that the final target of testing and evaluation is to enhance
teaching and learning quality.
2.2.1. Determining testing aims
This is perhaps the most important step but often ignored. Not few teachers – characteristics
testers do not know what testing and evaluation of a particular part are and why the
learners have to do the test. Experts in this field have shown that it is the aim that
decides its content and form as well.
2.2.2. Determining exactly what the testing content is
Before constructing a test, you have to define the essence, amount and
importance of the testing problem. In order to do this, people design a testing content
classifying table basing on grading levels and importance of every content. For
example, when marking a test, showing the criteria clearly like this: how much do the
form, content, grammar, context-linking make up in total mark?
2.2.3. Select suitable questions
There are in fact many ways of classifying questions, but people often grade
questions according to marking way. Accordingly, questions are said to have two
kinds: objective and subjective questions.
The objectives are often short-answer questions (multiple-choice questions;

ordering questions). This kind of questions is examined, screened and used the most in
testing two skills: listening and reading. These questions are to test knowledge
accuracy rather than knowledge approach.
The subjective is also called ‘developing questions’ ‘answers-building questions’
‘open questions’ or ‘traditional questions’. The characteristics of such questions are
requiring learners to build their own answers in their own words. Assessment of these
answers, whether more or less, depends on scorers.
The basic difference between the objective and subjective questions:
The objective

The subjective
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- it be limited and deals with a defined
aspect
- answers are composed by the
designer
- learners show what they know about
the subject
- the test covers a great mass of
knowledge, but not go deeply in to
anything
- students are encouraged to collect
lots knowledge and distinguish the
difference among them
- it does not take so much to mark

- a larger area is mentioned
- answers are written partly by the

designer and partly by the candidate.
- learners can express their ideas as
freely as they understand.
- go deeply in to a particular matter
- practice students learning how to
express ideas in their own way
- it takes time, difficult to mark.
The marking result can be on debate.

Mastering main features of two kinds allows us to know when teachers should
use the objective questions or when subjective ones.
- Compiling the subjective is unproblematic. However, the objective is different,
taking time and effort. Therefore, you should take the following rules in consideration.
 (The question) going around an unique matter
 Measuring one aspect for each question
 Designing in such a way that there are only right answer (or the answer in
clearly righter than the others)
 Excepting all signals to deduce answers…Especially, pay attention to grammarEspecially, pay attention to grammar
uncertainty, length, meaning signals…Especially, pay attention to grammar
 Avoiding to use key words such as ‘always’ ‘only’ ‘ever’ ‘never’ ‘all’ which
often lead to inaccurate answers,
 Using affirmative utterances if possible. In case, you want to use the negative,
emphasizing on it to attract learners’ attention.
 Using mistakes learners make in suggesting answers in multi-choice questions
maximum.
2.2.4. Designing questions.
Questions preparation is an important work as it affects directly information
obtained over a test. In addition, well-prepared ones will be able to be used in next
times. In general, compiling questions should comply with the following points:
 What information needs looking for?

 What language skills or knowledge needs testing?
 What task allows us to define the knowledge obtained?
The questions should be prepared for a definite time before the performance
starts. The purpose is having more time necessary for your colleagues to examine
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whether or not mistakes are present in your tests. You yourself take enough time to
check validity and reliability in order that it suits to the planned-target.
The more questions are prepared, the more chance you can select the best ones.
The questions, as mentioned in the early part, must cover what intended to cover.
Finally, writing questions on separated pieces of paper, you can arrange, change, grade
them after using. It is possible to reuse for the coming times. The card may involve:
- Subject name
- Testing aim
- Question and key as well as marking system
- Date
- Remark (written on behind)
Beside, note all test papers done for using to build question bank.
2.2.5. Assemble tests
2.2.5.1. Select prepared-questions: In such way, the whole test matches with the
planned contents. Counting time proper for learners to finish (not too short, not too long
either).
2.2.5.2. Arrange questions: The problem is put especially when the test contains so
many questions. Generally speaking, the teacher should pay much attention to types of
questions, difficult level, complication of the task and at last the essence of the testing.
As usual, people do like this.
- Gather questions of the same kind
- Order questions from easy to difficult
2.2.5.3. The instructions

The instruction must be clear, intelligible for administers, supervisors, candidates
and markers.
- For the administers: + test the paper length
+ materials required
+ conditions
- For the candidates: + time allowed for the whole test paper
+ detailed time for every section
+ necessary information for understanding the whole question.
+ ways of marking
+marking system
+ criteria allowing to give marks
2.2.5.4. Re-checking
You can do this work yourself or ask a colleague to do it. Possible mistakes,
misunderstanding in the test can be discovered in this section.
2.2.6. Marking (will be presented in latter part)
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3. Types of test items, marking and teaching tests

3.1. Types of test items
Whatever purpose test or an examination has, a major factor that decides its
success or failure is test item types.
3.1.1. Direct and indirect test items
A test item is direct if it asks testees to perform the communicative skill. Indirect
test items, on the other hand, try to measure a student’s knowledge and ability though
their receptive and productive skills. So whereas direct test items try to look for as
much real life language use as possible, the indirect finds out learners’ language skill
through more controlled items such as multiple-choice questions, grammar translation
items…Especially, pay attention to grammar

3.1.2. Indirect test possibilities Here I deal with certain types that are used to
measure learners’ knowledge and ability of grammar and vocabulary.
3.1.2.1. Multiple-choice questions
I have spent _________ today
a. money ten dollars
b. ten dollars
c. ten dollars money
d. ten dollars of money
For many years, multiple – characteristics choice questions are considered to be ideal test
instrument to measure students’ knowledge of vocabulary and grammar. This question
types’ advantages are undeniable: easy to mark, limit teachers’ errors, finish quickly
(for students). A statement has only one the best answer. The candidate must select the
best among three, four, even more possibilities. However, there are a number of
problems with multiple-choice questions. They are extremely difficult to write well,
especially in designing incorrect possibilities first. Second, while students’ multiplechoice questions abilities are enhanced, this may not actually improve their English.
The difference in scores between two students is the difference between ones trained
in multiple-choice questions techniques rather than their language knowledge and
ability.
3.1.2.2. Close procedure (gap-filling and completion)
The testee has to complete a sentence by filling a suitable word or a phrase in a
gap. The gap may or may not be signaled by a dash or a blank.
British television is the big success story of post war years. Little _______ than a
limited experiment before the war, it blossomed in _____ years following 1945.
______ 1955, commercial television began. Today 90 percent of population has
television in _______homes.
Obviously, applying the correct word for a blank does imply an understanding of
context and knowledge of that word and how it operates. Cloze procedure is said to
measure students’ accuracy in using words and grammar, ability to predict from the
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context. The biggest problem is difficulties in designing as there are blanks that not
only one but also several possible answers can be filled with.
3.1.2.3. Transformation and paraphrase.
A common test item asks candidates to rewrite sentences in a slightly different
form, retaining the exact meaning of the original.
The water was so cold that the children could not swim in it.
 The water was not …………………………………………
In order to complete the item successfully the student has to understand the first
sentence using the suggesting words to construct an equivalent sentence in grammar.
3.1.2.4. Sentence re-ordering
Getting students to put words in the right order to make appropriate sentences.
This item tells us about the students’ underlying knowledge of syntax and lexical
grammatical elements.
called/I/I’m/in/sorry/wasn’t/when/you
Above are the most common items, apart from them there may be many other
indirect techniques including:
 Finding errors in sentences
 Choosing correct from of words
 Choosing the correct tense of verbs
 Matching
All these items are quick and efficient to score: they aim to tell us about students’
underlying knowledge.
3.2. Marking tests
3.2.1. Training
If scores have seen examples of scripts at various different levels and discussed
what marks they should be given, then their marking is likely to be an uniform rather
than personal subjectivity.
3.2.2. More than one scorer
Reliability can be greatly enhanced by having more than one scorer. The more

people who look at a script, the greater the chance that its true worth will be located
somewhere between the various scores it is given. Often 2 scorers for every test in 2
separated rooms bring the more exact results than one, for instance, two examiners
watching an oral test are likely to agree a more reliable score than one.
3.2.3. Global assessment scales
A way of specifying scores is remarks from teachers – characteristics markers about learners’
performance. Such descriptions are concretized by scores followed. For instance, a
student gets mark 9 with possible descriptions of her written test: ‘Mastering grammar
knowledge, firm ability to use vocabulary, clear performance. However, the essay
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content is not really full yet’. For an oral test, a student gets mark 8 with possible
remarks: “the candidate speaks fairly fluently, showing an ability to communicate
ideas with not too much trouble. There are some problems of grammatical accuracy
and some words are inappropriately used”.
3.2.4. Analytic profiles
Marking gets more reliable when a students’ performance is analyzed in much
detail. Instead of just a general assessment, marks are awarded for different elements.
For an oral assessment we can judge a student’s speaking competence in a
number of different ways such as pronunciation, fluency, use of lexis and grammar,
use of vocabulary, content, task completion, spellings, handwritings
3.3. Teaching the test
When students are preparing for a public examination or school test it is teachers’
responsibilities not only to help them get their English to the level required, but also
familiarize them with the kinds of exam items they are likely to encounter and train
them how to succeed. Students can be prepared for future tests in a variety of ways.
3.3.1. Training for test types
We can show the various test types and ask them what the item is testing so that
they are clear about what is required. We can help them to understand what the test

designer is aiming for, by showing them the kinds of marking scales that are used,
making them aware of what constitutes success. When training a first reading of the
test or how to arrange ideas for an essay.
3.3.2. Discussing general exam skills
Most students benefit from being reminded about general test and exam skills.
Such general skills for written tests include studying questions properly, and then
reading them again so that they are absolutely sure what they should do. Needing to
check the whole work before handing them in Learning how not to spend a
misappropriate amount of time on one particular part of an exam.
3.3.3. Doing practice tests
Students need a chance to practice taking the test or exam so that they get a feel
for the experience, especially with regard to issues such as facing…Especially, pay attention to grammar
At various points in a course students can sit practice papers or whole practice
tests, but this should not be done too often since not only will it give teachers horrific
marking schedule but it will also be less productive than other test and exam
preparation procedures are.
3.3.4. Promoting autonomy
Although we can do a lot of exam preparation in class, we need to impress on
students that their chances of success are far greater .If they study and revise on their
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own. We will want them to read more, do more exercises and use dictionaries as well
as other means to build up their knowledge store.
Above are theories of test in general, in order to know in detailed about how
written tests are in Vietnam high schools, whether or not they comply with the general
rules discussed. Let us read the second chapter.

CHAPTER II
Written tests at Vietnam high schools

2.1. The real situation of the activity of testing and evaluation at Vietnam high
schools
The new method in teaching and learning foreign language in general and
English in particular has come and knocked as far as the door of every class in most
schools throughout Vietnam. This is an enlightened and timely policy by the Ministry
of Training and Education. And the initial results are very welcomed. More and more
people become interested in learning English. There is a shift in the learner’s
awareness from pure attention to knowledge of grammar and vocabulary to
communicative skills. However, it is assumed that unlike learning and teaching
activity, the field of testing and evaluation still lies motionless with the traditional
elements’ dominance. Seen easily the written test is the most widely – characteristics used testing
instrument in almost all schools. Correspondingly, two basic skills measured in school
are reading and writing only.
How are the present tests?
Collecting a noticeable number of tests ever done from various schools, a
conclusion has been drawn like this: Tests are not invested as well enough as it is
worth to be, and expose some problems. While some are too long, some are short.
Sometimes we meet some either too difficult or too easy which takes readers by
surprise. Many test contents are designed outside the teaching program. In addition,
regular and monotonous repetition of the traditional test items, whose testing aim is
examining grammar and vocabulary, makes students feel bored.
To prepare knowledge and practical experience as well for this thesis, I made a
travel to some leading schools of my homeland province Ha Tinh, especially Hong
Linh School where I had exactly two months for teaching practice as a teacher of
English. These schools keep the traditional method in the field of testing and
evaluation although the new test item types have been introduced for over a year. Go
searching the hid causes/reasons for this I was told ‘we are teaching the 3- year
program, students’ knowledge is not much enough to meet the slightly high
requirements of new test item types’ said Mr. Trung -a teacher in Hong Linh. When
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asked the same question, Mrs. Thuy answered with hesitation “frankly speaking’, the
new ones requires teachers to think carefully about testing content, forms, amount
which costs time and effort while many are lazy and have got used to their own habit”
Obviously, the teacher has not spent enough time and heart on tests. An
irrefutable reality is that not few take tests for granted, considering them nothing more
special than a means to give marks. If looking at the tests collected with care, we can
see that many of them are perfect imitations or awkward copies from a variety of
reference book source. The teacher is not fully aware of the extremely important role
of testing and evaluation for enhancing educational quality indeed.
As for students, they are at different levels. The congenial program between the
3-year course and 7-year course is problematic. In the 3-year program learning
schools, while quite a few from the countryside touch English for the first time, some
have learned English for the four years. Similarly, the same situation exists in the 7year school. This contributes teacher's difficulties to giving a test in such a way that
both the above objects face tests appropriate to their abilities.
I hope that these real situations will be improved clearly when the program is
changed within 3 years.
2.2. Tests in the high school
2.2.1. Written tests and its types
Written tests are, speaking simply, tests done on paper (on computer …Especially, pay attention to grammar) which
aim to measure students’ knowledge of grammar and vocabulary, not test orally. If the
oral test allows us to know how the candidate’s speaking and listening command are,
the written test informs us what level a student’s writing and reading ability are at. In
Vietnam condition, these tests take place frequently and regularly in the classroom
under the teacher’s control in a definite time.
These tests are attached with a specific mark counted in the final mark on which
the teacher bases to assess each learner’s result for the whole school year. Evaluating
students’ studying results is implemented through system of test types: 15-minute
tests, 45-minute tests, term tests, final exams, good students-choosing examinations.

All these are different from each other in time distribution, difficult level and their
importance but have traditional test items in common. In the early section, we
discussed four kinds of test graded basing on the testing reason: place-section,
placement, achievement, proficiency and diagnostic test. Here partly due to general
characteristics of tests and partly to the thesis limitation I pay much more attention to
class tests including three main types, which are defined by the Ministry of Training
and Education.
- 15-minute test (test 15)
- 45-minute test (test 45)
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